Orange County Schools School Improvement Plan

Orange County Schools School Improvement Plan Executive Summary for 2014-15 Year 1 of 2 GRADY BROWN ELEMENTARY Our School's 3 Most Significant Needs (needs should be student instructional needs or needs evidenced by survey, as opposed to wants ) 1. Grady A. Brown Elementary will increase Math achievement in all subgroups. 2. Grady A Brown Elementary will increase Reading achievement in all subgroups. 3. Grady A Brown Elementary, all third grade students will achieve Read to Achieve (RTA) requirements. Present Status (score, percentage or other measure of these needs) Hispanic - 41.3% White - 67.9% EDS - 37.6% SWD - 21.9% Hispanic - 28.3% White - 68.6% EDS - 29.4% SWD - 12.5% 27% of students in 3rd grade passed the Beginning of the Year Reading Test. Target Status (score, percentage or other measure of needs target may be for the first year or for both years of the plan) Hispanic - 47.3% White - 70.9% EDS - 44.6% SWD - 29.9% Hispanic - 36.3% White - 72.6% EDS - 37.4% SWD - 20.5% By June 2016, 100% of students will pass the Reading End of Grade Test, Text Reading Comprehension assessment (TRC),and/ or by good cause exemption. Most Promising Strategy (ies) to Address the Needs (please indicate no more than three strategies per need). 1.a) 3rd-5th Grade Professional Learning Communities will analyze subgroup data to target and provide intervention services to address students strengths and weaknesses in Math. 1.b) Pre and post data on common assessments will be utilized to inform core classroom instruction and to form flexible groups to accelerate students performance across the grade levels. 1.c) Assessing Math Concepts (AMC) district math specialist will provide support weekly to staff and students. 2.a) Instructional programs such as Daily Five, Reading Cafe, Phonics/Word Study, Reading and Writing Workshop, and Whole To Part will be implemented with a high degree of fidelity. 2.b) Use clustering and flexible grouping to provide instructional pacing and delivery methods based on the reading levels. 2.c) A reading specialist will provide early intervention support in first and second grade. 2.d) English Language Learners (ELL) assessment data analysis for students greatest area of need and appropriate strategies for need. 3.a) An additional reading specialist will work with third grade. 3.b) An additional teacher assistant (who is a certified teacher) will support reading groups in third grade. 3.c) A three person coaching team will support third grade reading groups in an effort to increase reading achievement. Page 1 of 1

State Board of Education Goals Future-Ready Students for the 21 st Century Goal 1 North Carolina public schools will produce globally competitive students. Goal 2 North Carolina public schools will be led by 21 st Century professionals. Goal 3 North Carolina public school students will be healthy and responsible. Goal 4 - Leadership will guide innovation in North Carolina public schools. Goal 5 North Carolina public schools will be governed and supported by 21 st Century systems. District Goals for Orange County Schools SBE GOAL 1: OCS GOAL 1: SBE GOAL 2: OCS GOAL 2: SBE GOAL 3: OCS GOAL 3: SBE GOAL 4: OCS GOAL 4: SBE GOAL 5: OCS GOAL 5: Goal 1 North Carolina public schools will produce globally competitive students. OCS will provide excellent instruction to prepare students for global competitiveness. Goal 2 North Carolina public schools will be led by 21 st Century professionals. OCS will recruit and support highly qualified educators who work collaboratively to enhance student achievement. Goal 3 North Carolina public school students will be healthy and responsible. OCS will provide opportunities for involvement of the community in improving the health, safety and well-being of our current students and their families. Goal 4 - Leadership will guide innovation in North Carolina public schools. OCS district leaders will promote a culture that embraces constructive change and focuses on continuous improvement. Goal 5 North Carolina public schools will be governed and supported by 21 st Century systems. OCS will be supported by effective and efficient operations. 1 of 17

School Vision and Mission Statement for (School Name) Orange County Schools Core Beliefs The Grady A Brown Elementary School community believes that all students can learn, and it is our responsibility to provide instructional opportunities for students to become college and career ready. School Mission: Our mission is to develop responsible citizens by educating all students at their highest academic ability, while fostering their physical and social well being. School Vision: Grady A. Brown Elementary Students will be C aring H elpful A chieving M otivated P roblem S olvers 2 of 17

School Name: School Data and Summary Analysis Date: Use data on your data report as the basis for understanding your school and identifying priority areas for improvement. GUIDING QUESTIONS: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations as well as data). 1. What does the analysis tell you about your school s strengths? * End of Grade Test data show that 13 out of 13 federal targets were met in the 2013-2014 school year. * End of Grade Test data shows that 28 out of 28 state targets were met in the 2013-2014 school year. * End of Grade Test data shows Grade A. Brown Elementary met growth standards. * The school s composite EOG scores increased to 65.5% which is 8.1% up from the previous year. This is significantly higher than the state and county Grade Level Proficiency percentages. * 5th Grade Science proficiency was 66.7% which increased 12.9%. * 5th Grade Math proficiency was 65.3% which was significantly higher than other grades: 4th Grade = 49.2% 3rd Grade = 56.3% * Whole To Part Data shows that 53% of the students served in WTP, in the 2013-2014 school year, grew by one or more levels and as an average made 1.76 years of growth in their silent reading comprehension. (89 students participated in WTP) * The School-Wide Information System records that office behavior referrals decreased from 143 in the 2011-2012 school year to 93 in the 2012-2013 school year to 65 in the 2013-2014 school year. This is a reduction of 28 referrals in one year. * Student Suspensions decreased from 7 in the 2012-2013 school year to 0 in the 2013-2014 school year. This is a reduction of 7 suspensions in one year. *The Teacher Working Conditions Survey (TWC) states that 100% of teachers agree that they are protected from duties that interfere with their essential role of educating students. *The TWC states that this school maintains clear, two-way communication with the community. *In 2013-2014, Grady A. Brown Elementary was named PBIS Exemplary School for the second year in a row. 3 of 17

2. What does the analysis tell you about your school s gaps or opportunities for improvement? * End of Grade Test data shows that overall Reading scores fell to 53.6 which decreased 2.1% and overall Math scores dropped to 57.3% which decreased 3.3%. *Reading results for Grades 3-5 show: 5th grade = 50.0% 4th Grade = 54.1% 3rd Grade = 56.3% Reading proficiency is significantly lower in fifth grade. *According to Beginning of the Year Tests, only 27% of our current 3rd grade students are proficient in reading. *EOY MCLASS: Reading 3D assessments for the 2013-2014 school year reveal that the overall Reading Proficiency Composite by grade level is: Kindergarten = 72% of students 1st Grade = 73% of students 2nd Grade = 76% of students 3rd Grade = 72% of students *On the TWC, 21.8% of teachers feel they need additional access to instructional technology, including computers, printers, software, and internet access. *On the TWC, 21.4% of teachers desire more opportunities to work with colleagues to refine teaching practices. 3. What data is missing, and how will you go about collecting this information for future use? *Will strategic and intensive reading intervention based on MCLASS subset skills increase TRC results and overall EOG results? MCLASS Progress Monitoring results will be compared with last year s results to determine outcome. *Are kids within the Whole To Part Intervention groups making sustained growth in Reading? Online data, classroom assessments, and EOG results will be used to monitor student progress. 4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities. *With the dip in reading proficiency, reading will continue to be a high focus for all grades. *With the decrease in math proficiency, math will continue to be a high focus for all grades. *Time and resources for teachers to increase communication through technology. 4 of 17

SCHOOL NAME: Grady Brown 2014 15 YEAR 1 PRIORITY GOAL 1 AND ASSOCIATED STRATEGIES SBE GOAL 1: OCS GOAL 1: SCHOOL GOAL 1: NC public schools will produce globally competitive students. OCS will provide excellent instruction to prepare students for global competitiveness. GAB will align technology and instruction with the Common Core curriculum to promote college and career readiness so that 70% of students are proficient on end of year grade-level assessments. GOAL 1 STRATEGY 1: Teachers will monitor curriculum and instruction through student assessments by Goal 1 - Strategy 1 collaborating between teachers and student support services through co-teaching, tutoring, and flexible grouping. Goal 1 - Strategy 1 using dynamic quarterly assessment data to guide rigorous instruction and monitor student progress throughout the quarter. GOAL 1 STRATEGY 2: Teachers will prepare students to utilize technology to become globally competitive by: Goal 1 - Strategy 2 instructing students to become technologically competent by continual exposure to keyboarding skills through the use of computer lab, mobile labs, Smartboards, ipods, and appropriate collaboration programs 5 of 17

Goal 1 - Strategy 2 integrating technology across the curriculum through use of student laptops in grades 3-5, and advocating for district-level supply and maintenance. GOAL 1 STRATEGY 3: Teachers will establish and maintain high expectations for all students by: Goal 1 - Strategy 3 Providing college and career awareness activities emphasizing future educational goals. (i.e. Class of ) Goal 1 - Strategy 3 Recognizing student achievements with CHAMP assemblies, Terrific Kid and Young CItizens, as well as public displays of these achievements. Goal 1 - Review Frequency: Monthly at Professional Learning Community discussions Goal 1 - Assigned Implementation Team: PLC s Leadership Team, School Improvement Team, Administration Data for Goal 1 What data will be used to determine whether the Goal 1 strategies were deployed with fidelity? (common assessments, etc..) Data will be collected and utilized from meeting agendas, meeting minutes, observations, lesson plans to insure strategies are being implemented consistently. 6 of 17

Assessment of Goal 1 Strategies : How will you determine whether the Goal 1 strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) The quarterly benchmarks will be analyzed to determine if the students are making the intended academic progress at the targeted pace of the year. Data Results of Goal 1 What does the data show regarding the results of the implemented Goal 1 strategies? The data will be thoroughly examined throughout the teaching and progress monitoring process. This information cannot be surmised until after the implementation stage. Changes to Goal 1 Based upon identified results, should/how should Goal 1 strategies be changed? SCHOOL NAME: SBE GOAL 2: OCS GOAL 2: SCHOOL GOAL 2: 2014 15 YEAR 1 PRIORITY GOAL 2 AND ASSOCIATED STRATEGIES Grady Brown Elementary School NC public schools will be led by 21 st Century professionals. OCS will recruit and support highly qualified educators who work collaboratively to enhance student achievement. GAB will use 21st Century resources when collaborating to analyze and enhance effective teaching and student achievement GOAL 2 STRATEGY 1: Goal 1 Improvement Strategies Identify research-based strategies whenever possible. Teachers will use 21st century assessments to measure knowledge and skills by: 7 of 17

Goal 2 - Strategy 1 Combining audio/video components to CFA s each semester Goal 2 - Strategy 1 Preparing students to take online assessments by utilizing county-funded programs (i.e. Raz-Kids, Dreambox, Discovery Education) and student laptops. GOAL 2 STRATEGY 2: Teachers will be provided with ongoing, high-quality professional development to match individual goals by 2016 by: Goal 2 - Strategy 2 sharing information from online Moodle courses, district trainings and other trainings at PLC meeting Goal 2 -Strategy 2 Utilizing coaching and support services from literacy coach, reading teacher, AIG, speech, OT, ESL, Exceptional Children s teachers, etc. at PLC meetings, faculty and individual meetings to meet professional goals GOAL 2 STRATEGY 3: To retain highly effective teachers, PLCs will meet monthly to: Goal 2 -Strategy 3 utilize and contribute to the online database to efficiently analyze data from county and classroom assessments to plan for instruction minutes will be taken in a uniform chart to ensure data is being discussed 8 of 17

Goal 2 -Strategy 3 analyze student assessment data to formulate skill oriented flexible grouping for all subject areas (i.e. AMC, spelling inventory, MClass, Whole to Part, and TCRA) Goal 2 -Review Frequency: Monthly as needed Goal 2 -Assigned Implementation Team: Professional Learning Communities, Literacy Coach, Administration Data for Goal 2 Assessment of Goal 2 Strategies : What data will be used to determine whether the Goal 2 strategies were deployed with fidelity? (common assessments, etc..) To ensure fidelity of the strategies, data will be recorded on online spreadsheets (AMC, Teacher s College Reading Assessment, MClass, common formative assessments, etc.). Attendance and minutes will be kept from meetings, computer lab sign-up sheets will be collected, teachers continuing education credits will be updated, and PLC SMART goals will be reviewed. How will you determine whether the Goal 2 strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) During PLC meetings, teacher judgement will be uniformly applied to the results of the assessments to see if academic progress is being made. These results will be compared to the PLC SMART goals and district continuums to decide if ample progress is being made at each interval of the school year. Data Results of Goal 2 What does the data show regarding the results of the implemented Goal 2 strategies? The data will be thoroughly examined throughout the teaching and monitoring process Changes to Goal 2 Based upon identified results, should/how should Goal 2 strategies be changed? To be determined at a later date 9 of 17

SCHOOL NAME: Grady A. Brown 2014 15 YEAR 1 PRIORITY GOAL 3 AND ASSOCIATED STRATEGIES SBE GOAL 3: OCS GOAL 3: SCHOOL GOAL 3: NC public school students will be healthy and responsible. OCS will provide opportunities for involvement of the community in improving the health, safety and well-being of our current students and their families. Grady A. Brown will offer a secure and caring environment by modeling CHAMP behavior. GAB will utilize SWIS Data and ensure 100% student physical participation. GOAL 3 STRATEGY 1: Staff will support and monitor student behavior on a regular and consistent basis by: Goal 3 - Strategy 1 Publishing and sharing SWIS (school wide information system) data on the number and type of major discipline infractions by grade, student, teacher, time of day and location within the school. (First and third quarter) Goal 3 - Strategy 1 coaching students through modeling character development through the use of weekly inclusive character education classes with the counselor and specialists. GOAL 3 STRATEGY 2: Staff will positively influence students good behavior choices by rewarding them in character recognition programs by: Goal 3 - Strategy 2 recognizing CHAMP behavior with daily and weekly rewards. These included morning shout-outs, cougar paws, championship belt, and a picture presented on the website and lobby screen. 10 of 17

Goal 3 -Strategy 2 Presenting monthly Terrific Kids and Young Citizens certificates in an assembly to the students that exude excellence on a consistent basis. GOAL 3 STRATEGY 3: Staff will support and improve student participation of physical activity by promoting a healthier, active lifestyle: Goal 3 -Strategy 3 Encouraging students to use self guided playground activity stations (signage) Goal 3 -Strategy 3 Fostering teamwork through a school community outdoor field day Goal 3 -Review Frequency: Quarterly and more often if needed Goal 3 -Assigned Implementation Team: Administration, classroom teachers, specialists and parents Data for Goal 3 What data will be used to determine whether the Goal 3 strategies were deployed with fidelity? (common assessments, etc..) Each semester a School-Wide Information System (SWIS) Data will be tracked each semester to ensure that the implemented strategies are working to the degree in which they were intended. Lesson plans, Terrific Kids, Rosters, Class of the Week grid, teacher observations and field day activity planners will also be utilized to determine that the strategies are being deployed to the extent that is needed. 11 of 17

Assessment of Goal 3 Strategies : How will you determine whether the Goal 3 strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) By monitoring the office referrals monthly, we can compare to last year s statistics to analyze progress. Through this tracking, we will be able to see if there is a decrease in office referrals. We can strengthen character, character education class focuses based on this data analysis. Students physical fitness will be measured in the areas of endurance, strength, and flexibility with the Fitness Gram. Data Results of Goal 3 Changes to Goal 3 What does the data show regarding the results of the implemented Goal 3 strategies? The data will be thoroughly examined throughout the teaching and progress monitoring process. This information can not be surmised until after the implementation stage. However using the above strategies, students will demonstrate improved character and citizenship. Based upon identified results, should/how should Goal 3 strategies be changed Strategy 2, Action Step 1- lobby screen will be removed Strategy 3, Action Step 1- will be changed to Implementation of movement within instruction SCHOOL NAME: SBE GOAL 4: OCS GOAL 4: SCHOOL GOAL 4: 2014 15 YEAR 1 PRIORITY GOAL 4 AND ASSOCIATED STRATEGIES Grady A. Brown Elementary School Leadership will guide innovation in North Carolina Public Schools. OCS district leaders will promote a culture that embraces constructive change and focuses on continuous improvement. The GAB leadership team will increase current collaboration with community stakeholders. GOAL 4 STRATEGY 1: Goal 1 Improvement Strategies Identify research-based strategies whenever possible. The school leadership team will increase opportunities for contact among GAB students, families, staff, and local colleges and professional schools by: 12 of 17

Goal 4 - Strategy 1 inviting trade school and community colleges to participate in Career and College Day for all students inviting university guests to participate in school science night (hands on science learning and/or science project presentation) hosting multicultural events, such as Hispanic Parent Information Night, Black History, English Language classes for parents, and Cedar Ridge High School students ELL penpals and holiday party Goal 4 - Strategy 1 GOAL 4 STRATEGY 2: utilizing local resources such as Retired Senior Volunteer Programs (RSVP) and high school students as mentors and tutors collaborating with community organizations to recognize student leaders through Terrific Kid and Young Citizen programs sponsoring Veteran s Day program The school leadership team will foster community support for teachers and students through interactions with area businesses by: Goal 4 - Strategy 2 sponsoring a Read Across America Celebration with community guest readers. collaboration with Orange County Public Library and GAB Library. Goal 4 -Strategy 2 hosting a school-wide school drive for local area food pantries explore business partnerships with local businesses for technology support and resources GOAL 4 STRATEGY 3: The school leadership team will collaborate with the PTA to increase community and parent participation by: Goal 4 -Strategy 3 hosting a Volunteer Tea hosting Read Across America community readers in classrooms announcing SIP meetings in Cougar Connect newsletters when SIP or school s purpose statement is revised or revisited, parents will be made aware of the changes as well as the parental involvement in the process 13 of 17

Goal 4 -Strategy 3 hosting a community-wide Fall Festival encouraging reading through a summer reading program with the Orange County Public Library listing and defining available support services for students and parents on the GAB website Goal 4 -Review Frequency: After each semester Goal 4 -Assigned Implementation Team: Leadership Team, PTA Board, and Administration Team Data for Goal 4 What data will be used to determine whether the Goal 4 strategies were deployed with fidelity? (common assessments, etc..) sign up logs, attendance numbers, rosters, observations Assessment of Goal 4 Strategies : How will you determine whether the Goal 4 strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) Student feedback, parent input and feedback, teacher input, observations, PTA meeting minutes Data Results of Goal 4 What does the data show regarding the results of the implemented Goal 4 strategies? The data will be thoroughly examined throughout the teaching and progress monitoring process. This information cannot be surmised until after the implementation stage. Changes to Goal 4 Based upon identified results, should/how should Goal 4 strategies be changed? Strategy 1. Action Step 1-replace 2nd bullet with include collaboration with universities to host a Science Night; include invitiing college students as mentors for our students Strategy 1, Action Step 2- replace 3rd bullet with sponsoring Memorial Day activities Strategy 2, Action Step 1- include purchases from local business owners (i.e. tshirts), implementation of Pet Pal Program and sponsoring a Civil Servant Week 14 of 17

SCHOOL NAME: Grady A. Brown Elementary 2014 15 YEAR 1 PRIORITY GOAL 5 AND ASSOCIATED STRATEGIES SBE GOAL 5: OCS GOAL 5: SCHOOL GOAL 5: NC public schools will be governed and supported by 21 st Century systems. OCS will be supported by effective and efficient operations. GAB leadership will align schedules and minimize nonessential transitions to maximize human resources to best meet the instructional needs of our students by June 2016. u GOAL 5 STRATEGY 1: Improvement Strategies Identify research-based strategies whenever possible. The leadership team will develop a balanced and consistent master schedule by: Goal 5 - Strategy 1 blocking and staggering concentrated subjects K-5 throughout the day. Goal 5 - Strategy 1 minimizing excess transitions by strategically stacking core academic subjects. providing a duty free lunch for all teachers. GOAL 5 STRATEGY 2: Teachers will design an instructional plan that incorporates college and career readiness tools in professional learning communities by: 15 of 17

Goal 5 - Strategy 2 providing two-hour monthly Professional Learning Community meetings for each grade level, to include grade level instructional assistants for part of the time. Goal 5 -Strategy 2 reviewing and analyzing student performance data to flexibly group students and/or make changes to teaching practices. GOAL 5 STRATEGY 3: Intervention teachers will pair with regular education teachers to deliver effective instruction by: Goal 5 -Strategy 3 consistently joining and participating quarterly in the designated Professional Learning Community that they support. Goal 5 -Strategy 3 scheduling joint planning communication for intervention and regular classroom teachers, via email, Google Docs, face to face, etc. Goal 5 -Review Frequency: Monthly monitoring with annual revising Goal 5 -Assigned Implementation Team: Leadership Team 16 of 17

Data for Goal 5 What data will be used to determine whether the Goal 5 strategies were deployed with fidelity? (common assessments, etc..) GAB will combine teacher observations and administrator review of subject area blocks with a collection of schedules, PLC agendas, and lesson plans to determine the degree to which the strategies are being utilized with fidelity. Assessment of Goal 5 Strategies : How will you determine whether the Goal 5 strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) Progress will be determined from the examination of benchmark data throughout the school year, such as MClass, WTP, AMC, etc. Data Results of Goal 5 What does the data show regarding the results of the implemented Goal 5 strategies? To be determined periodically throughout the school year. Changes to Goal 5 Based upon identified results, should/how should Goal 5 strategies be changed. Goal 5, Strategy 3- will include paid teachers and district support to pair with regular education teachers 17 of 17